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OF A 

C O IA£ JP L T HJ SY'STJH AT 


OF 



PREPARED FOR THE USE OF 



AUTHOR OF “SCIENCE OF EDUCATION AND ART OF TEACHING.” 


PRINCIPAL OF THE OHIO CENTRAL NORMAL SCHOOL, WORTHINGTON, OHIO. 



COLUMBUS, OHIO: 

GAZETTE STEAM PRINTING HOUSE. 

1 878 . 




































Entered, according to Act of Congress, in the year 1878, 

By JOHN OGDEN, A. M., 

In the Office of the Librarian of Congress, at Washington, D. C 
(All rights reserved.) 






Y DEFACE, 


It is the intention of the Author to elaborate the topics included in the following “ Outlines ” into a complete 
system of practical education. Their development and classification has been the labor of a quarter of a 
century, gathered alike from the school-room, and from a careful and somewhat extended observation and reading. 
They embody a series of lectures and lessons extending through a three years’ course, and contain the leading 
ideas of all recent investigations on the subject of education and teaching, as well as a somewhat independent 
logical presentation of the subject, as founded in the nature of things. 

It has long been a favorite theory with the author that the whole matter of education and teaching as 
it relates both to the public school and the colleges, should be reduced to a system, exact enough in its outlines, 
and uniform enough in its bearing and application, to warrant the issue of a Manual, or complete guide to 
young and inexperienced teachers, not however, in derogation or disparagement of the many good works on this 
subject, that have already appeared, but rather to gather up into one condensed system, all the vital and 
essential points in the teacher’s literature, especially those parts of it which relate to his more immediate work 
in the school or class-room, so that it may be studied as other sciences are studied, and practiced as other 
professions are practiced. 

There is certainly very great need for such a digest of systematic pedagogics. Perhaps in no other calling 
in the world, does there exist so great a demand for thoroughness and exact work as in teaching, whether 
regarded from the stand-point of mere policy, or from that higher and holier out-look, the vast consequences 
involved in the right or wrong education of our boys and girls, j T et none so entirely destitute of system. 

We can forgive the mistakes and blunders made in material substances, in our fields, and on our farms, in our 
work-shops, and in our store-houses and factories; but we can never atone for the mistakes and blunders, perpe¬ 
trated in our school-houses and colleges, or in any places, where the lives and characters of our children are at stake. 

These are some of the high considerations that have impelled the preparation of these “ outlines and the 
very encouraging — not to say flattering way, in which their necessarily imperfect presentation at teachers’ 
institutes and normal schools, has been received, has had not a little to do in hastening their publication. 

For this, and various other reasons—among which may be named the great convenience these “outlines” 
afford, in presenting the teacher’s duties in a condensed form in the normal school—they are here presented 
to the scrutiny of a discriminating and generous public. The author has found that a course of lectures and 
lessons on teaching, extending through the entire course of two, or even three years, covering a w’ide range of 

topics, may thus be presented in a well digested scheme of analysis, so that teachers may so far master the 

principles involved in it, as not only to stand a creditable examination in the topics presented, but to develop 
a consistent practice from them. Added to this, the necessary practice in the experimental, or model school, and 
the professional course is tolerably complete 

The student, or teacher must bear in mind, however, that these outlines constitute only an extended index, 

as it w^ere, to the vast fields of investigation and culture which they open up to him. They need to be 

thoroughly studied, and the principles laid down in them, carefully and intelligently practiced in the school¬ 
room, in order to render them efficient. With this hope, and an earnest desire that teachers will examine and 
test them with a view to further improving them, they are here presented. In a matter of so much moment, 
fellow teachers, we can not afford to be selfish, careless or superficial. Let us go to the bottom of these things. 
They have been trifled with too long. The Author will therefore gladly receive any honest and fair criticisms 
that may be offered. 

He is not ignorant of the greatness of the task he has undertaken; nor insensible to the vast interests involved 
in it; neither is he unconscious of his own insufficiency in a work of this kind. But it seems to him necessary 
that it should be done, and done soon; for any delay, not only endangers the final accomplishment of it, but is 
disastrous to vast numbers of human beings. Thousand every hour are falling into bad ways, because of ineffi¬ 
cient teaching. And it is no excuse for this delay, to say that this thing has gone on a long time, and no 
particular damage done. It is not so. Damage has been done; and we are suffering the sad consequences, just 
now, in our deranged, uncertain and unsettled state of society and government. Enough damage has been done to 
cause us to open our eyes; and woe to us, if we sleepily close them again, and say “ Things are going on well 
enough.” 

These are considerations weighty enough to warrant almost any presumption, that would ever seek to check 
the evils, and to open a better way for the development of man’s power. This, therefore, is our only apology. 
Let any one who thinks he can do better, try , and God speed him. 















PEDAGOGICAL SCIENCE, Or 

THAT DEPARTMENT OF KNOWLEDGE RELATING TO MAN AND HIS EDUCATION. 


CONSIDERS 


METHODS 

THE MANNER OF 


OF APPLICATION. 

ADJUSTING THE NOURISHMENT. 


XI - 


SCIENCE OR KNOWLEDGE AS A MEANS. 

THE FOOD AND NOURISHMENT FOR HIS APPETITES. 


SPECIAL. OR RELATING 
TO PARTICULAR GRADES. 


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TO ALL GRADES. 


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AND USES. 


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AND PECULIARITIES. 


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OUTLINES OF PEDAGOGICAL SCIENCE. 5 


Pedagogical Science, 


The term “Pedagogics” in its more ancient and etymological meaning, is perhaps, not just the term to 
represent what is intended here. And yet its frequent use among teachers, in these days, is sufficient 
excuse for its employment in this connection, under which to group a series of scientific facts and principles, 
relating to Man as a being of capacities, susceptibilities and possibilities; and the various departments of knowl¬ 
edge, or Science considered as a means, or unapplied force, adapted, in its nature, to the development of man’s 
faculties; together with that popular and much abused subject called Methods, which should mean, and onlv can 
mean, when rightly applied, the logical deductions arising from a thorough knowledge and mastery of the facts 
and principles involved in the discussion of the first two topics, viz.: Man as an end, and Science as a means. 

Man, therefore, is to be studied, first in his “ organic ” relations to surrounding matter, the important 
functions these organs, which compose his outer make-up, are evidently intended to perform: Secondly, his 
spiritual or “ Psychical ” nature, as the grand instigator and mover of the outer machinery: and lastly the 
“History ” this n^sterious union of mind and matter has made, both with respect to himself as* a ruling agency, 
and to the many changes wrought upon his surroundings. For, no sooner is his organic nature vitalized by 
these psychical forces than he begins, at once to make history. This is as true of him in his individual capacity, 
at every stage of his growth, from the earliest dawn of the life principle, to its last flickering twilight—as its 
day goes out—as it is of him in a collective capacity, whether as a nation or a race. 

The law that governs the growth and decay of his individual faculties, prevails in the growth and decay of 
every nationality and government that has existed upon the earth. So strong are these individual forces, that 
their aggregation is only an exhibit of the general man. So that the proper understanding of man, in all his 
capacities and relations, and at every period of his individual and national history, together with the laws of his 
growth and development, becomes a matter of the very first importance to the teacher, who expects to preside 
over and direct this growth. 

And not less important is it, that he be familiar with Science and Art, or Knowledge as a means by which 
his faculties can be brought to the greatest degree of human perfectibility. This familiarity should not consist 
alone in the mere acquaintance with science, per se., but in a knowledge of its educational force, its adaptability 
to the development and growth of human power. 

This involves its classification, not only as to its “Genesis or Kind,” and to its “Characteristic peculiarities,” as 
an educational force, or a means; but as to its logical and chronological arrangement into courses of study, suited 
to the individual wants of learners, at every possible stage of growth and advancement, and its varied uses 
in the vast economy of human needs. 

This will be more clearly revealed by a careful study of the foregoing Analytical Chart, where its 
Genesis, Characteristics, and uses are pointed out in a logical way. This study will als:> be suggestive of consistent 
courses of study for the use of various grades of schools. It may also reveal the fact, that many of these courses 
are ill-adapted to their intended purpose; that they are not in harmony with the law of adaptation of appropriate 
supply to legitimate want; that the child, in too many instances, is fitted to the course, and not the course to the 
child, reminding one of the “Procrustean bedstead.” 

In fact, the ability to properly adjust this bountiful supply in God’s store house of knowledge, in the form 
of science, art, literature, etc., on the one hand, to the existing want in the form of human capacity, appetites, 
wants and needs, on the other, involves the exercise of the highest talent, and the most consummate wisdom ever 
conferred upon mortals. Angels themselves could not do it! And )'et—we blush to say it—this most difficult 
of all duties, the one upon which, more than upon cabinets and legislation, more than upon politics, more than 
upon civil service, or foreign relations, or domestic finance, depend the future happiness and prosperity of this 
people, or any people, is committed, alas! in a large majority of cases, to inexperienced hands; in many instances 
to mere boys and girls barely able to get a certificate—those who perhaps have never given this matter an hour’s 
serious study; and who have never had a dozen consecutive ideas on the true theory of popular education. 
Surely there is imminent need of some systematic and consistent arrangement of our duties, so that we may 
study them, and know them before we attempt to practice them. 

The next topic involves the whole matter of the Methods of Application, or Teaching. It were a difficult 
undertaking, indeed, an impossible thing, to treat this subject of all subjects, the most difficult and delicate—in 
any thing like an intelligent way, in the few lines that are allowed for it here. It assumes—as in the 
foregoing text—a two-fold aspect, viz., the General, or those relating to all grades of schools, including their 
“Organization ,” temporary and permanent: the Work of the school-room, as, 1. Study — its objects, obstacles, 
conditions, processes and incentives. 2. Recitation—its objects, conveniences, methods and specialties. 3 .School 
Government—its objects and means; and lastly, the Recreations proper for the school-room and play-ground. For 
a fuller explanation, the student is referred to these topics treated separately in their appropriate places. 

“The Special” Methods here treated, have reference to the particular grades, viz.: Primary, Intermediate, and 
High Schools, and the kinds, and classifications of knowledge suited to each, the order of presentation, etc.; while 
the special methods of teaching each branch is reserved for another chapter. [See classifications of Arithmetic, 
Geography, Reading and Grammar.] 

From this general description and from a careful study of the subjects in the Outlines, it will be seen that 
all that pertains to man and his education, can be so classified and systematically arranged into scientific formulse 
as to present the various topics in their logical order, rendering the facts, principles and their relations clear, 
readily apprehended, easily remembered, and conveniently applied or used, which is all that can be said of any 
science. Hence its claims* to our consideration are as much higher, as the subjects herein treated, exceed those 
of ordinary material interest, such as physics, mathematics, language, etc. And since this science of pedagogics 
includes all these latter, not merely as sciences, but as helps in the great work of man’s elevation, designating 
their place and value, and their right mode of application in the development of human power, this science 
assumes proportions exceeding the bounds of human comprehension. It is exalted to the very highest niche in 
the great temple of science. 
















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Text Books. 



Reading. 


Singing. 
Prayer. 


Study 


Recitation . 


Order 


Recesses . 

Games. 

Gymnastics 


f How much. 

Compensation . ^ How paid. 

( When paid. 

{ Fences. 

Buildings. 

Furniture, 
f Building fires. 

Janitor's Work . < Sweeping floors. 

(Care of out-buildings. 

Parents . I ^* ews °f teacher, and teaching. 

1 Practices, and treatment of children, 
f Their antecedents. 

Children . -j Their temperament. 

(. Government at home. 

I Neighborhood .!..... ( Prevailing sentiments. 

( Views, of education. 

Varieties . I the school. 

i In each class. 

Characteristics ... I 4* 1° *? x £ ° r m ^ tter - 

(JVlechamcal execution. 

Natural Ability . { 4 s f£ e an< * , 

J (As to temperament and perception. 

Opportunities . f ^ol. 

Attainments . j General. 

I Particular. 

Noting general aptness or deficiencies . j ^ c ^ as * - 

By ordinary Recitations .‘. (Written 

Promiscuously. 

By Classes. 

According to Age, Size, tj'c. 

Close . For cities and towns. 

Loose . For country districts. 

Diversity of Text Books. 

Diversity of Attainments. 

Indifference of Patrons. 

("Economy of time. 

Advantages . ( Economy of expense. 

(. Stimulus from class—spirit, 
f Ignores diversity of talent. 

Disadvantages . ( Interferes with individual development. 

I Offers an opportunity for shirking lessons. 

Number . I 4, n the ? ch ° o1 - 

( lor each pupil. 

f Physical sciences. 

Kinds . 1 Language, reading, &c, 

( Mathematics and Metaphysics. 

{ By the teacher. 

By responses. 

In concert. 

( Mottoes. 

Secidar Selections . •! Sentiments. 

(. Rehearsals. 

.{issr 

ChanU . ' rr»J«r. 

( Other selections. 

Silent . j Written. 

Audible . ( Extemporaneous. 

{ Definite information as to how much. 
Points of interest and difficulty noted. 
Definite directions how to be recited. 

Comfortable Seats . [ M»tenal and form. 

( Location and size, 
f A time set apart for study. 

Good Oi-der . j Free from noise and confusion. 

I Pure air, good light, proper temperature. 

{ Form. 

Size. 

Location. 

Lessons prepared ... Extent and kind of preparation. 

Free from Disturbances . { pupils. 

( By visitors. 

Rolls . j Class. 

( General. 

Records . j P r °g ress and promotions. 

1 Ages and general averages, 
f For study. 

Programmes ... J Play. , 

( Recitation. 


General . { 

( Girls. 

( Special . { Girls! 

f Fv€€, 

1 Systematized . j }? a ^' 

Arm Movements. I Base. 

Foot Movements. 

Body Movements and Marches. 


Roll Call. 

Conversations . | Retrospect. 

Separating . 


Marking Attendance. 

Noting Absences and Tardiness* 
Noting Merits or Demerits. 


{ Prospect. 
J Singing. 
j Go' ' 


Good Night. 

* [See School Recreations where this topic is more fully developed.] 






























































































OUTLINES OF PEDAGOGICAL SCIENCE. 


7 



CHOOL 


p 


RGANIZATION. 


Waiving the discussion of many of the important topics, clustered in various groups under the 
general head—d/an, as a being of capacities and educational susceptibilities, and Science as a means or 
food for his capacities and appetites, we pass to notice under General Methods, School Organization. 

No one will question the right of this topic to a hearing. No one will doubt the importance and 
necessitj" of securing a good organization of the school, as a first and essential condition to its healthful 
management. Yet few are able to describe the principles involved in it, much less, to perform the 
actual duties, without blundering. 

This is not at all surprising, since so little attention is given this subject by our teachers, or those 
who instruct them. But we ought to remember right here, that an error committed, however small 
or apparently insignificant in organization, carries with it its full weight of evil consequences; and 
that the disastrous effects are of a more serious character, than though a blunder is committed in the 
adjustment of the several parts of a machine. 

Now a school, well organized, becomes a kind of mechanical power, having for its working force, 
the deathless energies of childhood and youth, controlled and directed by the skill and wisdom of the 
teacher. And as- these energies are vastly more valuable than any thing of a merely material char¬ 
acter, so the organization of the schools becomes, at once, vastly more important than the rigging of a 
ship, the equipment of an army, or the furnishing of a factory or a mill. 

Let us see then, what 'is to be done. As suggested in Chart No. 1, the organization may be 
temporary , 1 . allowing time for general acquaintance, and settling the preliminaries as to contract, repairs, 
text-books, etc., all of which may precede the formal opening of the school; 2. the Examinations of 
pupils for the purpose of determining their proper position in grade and class, under which head the 
data for determining this, and the mode may be considered, as well as the seating of the pupils, etc.; 
3. the proper Classification of the pupils, under which head the kinds of classification, whether close 
or loose, the obstacles in the way of such classification, as to diversity of text-books, and attainments 
among pupils, and the indifference of patrons; the characteristics of classification as to advantages and 
disadvantages; and last, the studies to be pursued in the school, the number and kinds, etc., all of 
which may require time—two or three days—or even more in some schools; and yet no idle time must 
be allowed the members of the school, meanwhile; but on the contrary, the most active industry must 
be kept up to prevent any dissatisfaction, or an opportunity on the part of any evil-disposed ones, to 
concoct mischief. But a good temporary organization must be secured at any’ hazard, so that when 
the time comes for the permanent organization, it may readily glide into it, without a jar. It may, 
therefore, be simply a ratification of the measures adopted, and arrangements made in the temporary 
organization. This then prepares the way for the permanent, which necessarily implies, 1 . the Opening 
Exercises; including the singing, reading, and whatever other exercises may be thought best; 2. the 
Provisions for Work, as study, implying lessons assigned, the manner, etc., comfortable seats, their form, 
size, location, etc v and good order, implying a time set apart for study, free from annoyances which so 
often distract and defeat the best intentions on the part of pupils; recitation, demanding rooms, seats, 
their size, form, and relative location; lessons prepared, the extent and kinds of preparation, and 
freedom from disturbances, either from pupils or visitors; 3. the Provisions for the Orderly management 
of things, as rolls—both class and general—records, noting ages, general averages, progress and promo¬ 
tion of pupils, and programmes for study, recitation, and rest; 4. the Provision for Plays, as the recesses, 
general and special, games, free and systematized, and gymnastics, arm, foot, and body movements. 


These movements should be regular as to time, and systematic and exact as to execution. Their use 


will be readily inferred. Their fuller description may be found under “ School Recreations.'" 5. The 


Closing Exercises complete the matters of organization. These may consist of roll call, marking 
attendance, noting absences and tardiness, and merits and demerits, if it is thought safe to resort to 
this last measure as an incentive to fidelity. 

Then, before the pupils separate for the night, if they are not too weary, which never ought 
to be the case, it is well to have a familiar talk with them, looking back over the day’s work, and, 
as far as possible, pointing out the duties of to-morrow. Many pleasing little incidents may be related 
and talked about, so as to leave a pleasing impression upon the minds of all. And then just before 
separating, let all join in some lively and stirring songs; so that when the ‘‘good night is said all 
round, there may be a little moisture in the eye, to tell that the pleasing gentleness of the school is 
instilling its lessons of love and purity, and lofty sentiment into every heart. 


2 
























SCHOOL WORK-STUDY. 


8 


OUTLINES OF PEDAGOGICAL SCIENCE. 


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Disciplinary . 


f Intellect ... 
! Emotions.. 
„ Organism 


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2 Acquisitional 


Accumulates 

Assimilates .. 
Enlarges . 


Professional 


Inherent 


f Systematizes 

I 

- Improves .... 
Originates ... 


( Quickens perception, intuition, consciousness and reason, 
j (lives clear conceptions, good understanding, and sound judgment. 

(. Strengthens memory, chastens and elevates imagination, and refines the taste, 
f Subdues passions, appetites, habits, and evil desires, 
j Enlightens and develops conscience, and strengthens the will. 

(. Refines and sublimates the affections and sensibilities. 

{ Develops and strengthens muscle, stimulates and enlarges brain and nerve. 
Refines and intensifies bodily force, and gives symmetry of form. 

Corrects deformities, cures diseases, and prolongs human life. 

( Stores the mind with facts, principles, knowledge. 

•j Classifies these facts, principles, etc., for future use. 

( Gives capital, or stock in trade, which improves by using, 
j Makes vital all these stores of accumulation. 

I Determines the fitness of knowledge and things, by “ natural selection.” 
j The capacity to think, to investigate, and to determine. 

( The power of discrimination and differentiation. 

j Knowledge for the development of material wealth, 
j Sciences for the formation of character, and spiritual growth. 

( By experiment and analysis. 

( Bv applications to human uses, 
j New truths and new applications. 

\ Theories, discoveries, and inventions. 


-! Acquired 


{ 


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Nnrmni / Extreme youth, adolescence, natural organic weakness. 

\ Natural diffidence, or constitutional timidity, want of confidence. 
Ahnnrmnl j Deranged organism, nervous irritability, ill temper. 

( Constitutional dullness, stubbornness, laziness. 

( Neqlect j Omitting difficult parts, or passages. 

J J . j Reading without thought, mouthing w 

{ Dependance . \ Trusting to others for help 

( Reiving upon tortuitous cn 


ords for recitation, 
to understand, 
ireumstances. 


Bad Externals.. 


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Good Externals., 


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Mental States.. 


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iftimihitv 3 Uncomfortable seats and desks. 

( Unpleasant surroundings, as to walls, doors, etc. 

Accompaniments 1 Bad air - li S ht > and temperature, wet feet. 

^ . i Confusion, want of system, a fretful teacher. 

ffWni/utw ) Comfortable seats and desks, books, slates, pencils, etc. 

( Apparatus, cabinets, maps, charts, pictures, paintings, statuary, etc. 
/t/vmnnnm'mmf* / I* ure air, good light, proper temperature, dry warm feet, cool head. 

* .(Order, system, work arranged by the teacher, good humor. 

fffinUh J Freedom from pain or disease, good digestion. 

\ A bountiful flow of healthful animal spirit, wholesome food. 

Habits . i Eest before and after eating, and temperance in diet, regular habits, 

j Suitable clothing as to quality and make, sound sleep. 

( Freedom from excessive care, anxiety, anger, jealousy, malice. 

'( Presence of contentment, peace, joy, (not excessive) good will. 

Emotions ) As motives—a desire, wish, intention, resolution, and determination. 

I As Aids—humility, patience, perseverance, energy, enthusiasm, self-reliance. 


Antecedences 


Attention . 

Perception . 

Conception. 


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Operations .. 


Investigation.. 
- Reflection .... 


Generalization . 


Results , 


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Ordinary 


Intellectual . 

Traits of Character.. 

Benevolent Appeals... 


Selfish Appeals . 


Devices, or 
Stratagems 


Extraordinary 


Compidsion, or 
Punishments.. 


j Voluntary. 

| Involuntary. 

j Concrete—As properties of matter, incidents. 

I Abstract—Laws of contrasts and resemblances, harmony, 
f Real ideas, truth, beauty, adaptation, or their opposites. 

(Imaginary, or ideals, theories, inventions. 

f Analysis and experiment. 

\ Induction and deduction. 
f Contemplation. 

\ Meditation, reverie, 
f Abstraction and association. 

I Comparison and classification. 

J Inferences and deductions. 

(Conclusions and discoveries, 
f Clearness of mental vision, sound judgment. 

( Mental satisfaction, conscious power. 

A desire to please parents, teachers, friends. 

A desire to be useful, or to do good. 

A desire for self-improvement, “self-perfection.”—(Wickersham.) 
I A desire for happiness, “ Heavenly reward.”—(Wickersham.) 

| A desire to do right for right’s sake. 

I A love of learning or literature, general progress. 

The love of approbation, or praise. 

A desire for promotion in class or society. 

A desire for material prosperity in the future. 

A desire for present material gain, rewards and prizes. 

Ambitious rivalry in class or grade. 

The use oi per centages, and monthly reports, etc. 

' Looking and listening exercises, cultivating the eye and the ear. 
Mechanical employments, cultivating the eye and hand. 

Familiar conversations, stories, incidents, history, etc. 

Interesting experiments in physics, chemistry, etc. 

Object lessons with plants, annuals, etc. 

Physical exercises, gymnastics, games. 

f Depriving of privileges—in school, play, or in private. 

| Solitary confinement or separation—in school, or at play, 
j Demotion in class or grade. 

) Reprimands—private or public. 

| Corporal punishment—in private or public. 

(Dismissals—suspensions, expulsions. 


















































































OUTLINES OF PEDAGOGICAL SCIENCE. Q 


CHOOL 


This topic stands, perhaps, higher in the scale of educational force, than any other; since it relates 
to our own individual efforts, which, after all, must be the prime mover, in the mind’s progress. We 
are helped in our advancement, more by what we think ourselves, than we are by what others tell 
us. Hence, should we institute a comparison in order to determine the relative values of study and 
recitation , we should find, in the majority of cases, the scales turning in favor of study, as an educa¬ 
tional force. Nevertheless, recitation, as will be seen bv the inspection of its duties, has its uses and 
advantages for certain grades of advancement, which nothing else can supply. In its right application, 
however, it is chiefly a provoker of thought and study. 

Now if this school duty ranks so high, is it not worth our while to look after it a little, and to 
see that it is not neglected? If its claims, as an educational force, are so strong, it is but reasonable 
to ask that some special provisions be made for stimulating and guiding it, as much so at least, as for 
recitation, with which it is intimately associated. 

It will he seen, however, that in many schools, this important matter is left to shift for itself, all 
the time being taken up with recitation and other duties. Often the child is thwarted in his best 
endeavors to study, because no direction as to how to study, and but little as to what to study, are given 
by the teacher. No incentives beyond the weak and vague desires, existing in a natural state, are held 
out to the child. Hence, many a boy has been allowed to drift away into idleness—nay, has been 
driven into it—just because the teacher did not show him how to study, how to employ his faculties in 
a logical and systematic way. 

One of the most exalted pleasures of this life is healthy thinking. It is a tonic to all the powers 
of mind and body and soul. And yet comparatively very few people ever enjoy this luxury of sober 
systematic thinking. Some have even supposed it is dangerous, and detrimental to health, etc. But 
few people ever die from hard thinking, or study. A dozen die of sheer laziness, or inactivity of mind, 
where one dies from over-thinking. 

The legitimate exercise of any faculty, either of body or mind, always begets pleasure and growth. 
.Pleasure is a mark of growth—a condition and a result; and exercise is the law of both. Inactivity 
is disease, and stagnation is death. And since right thinking, or consistent study arouses and quickens 
all the faculties of the mind, the nervous force is excited all through the body, which gives also a 
healthier tone to all the organic being. It aids in circulation, sending the vitalized blood tingling 
through all the system, making its healthy deposits and removals. Hence, it is a promoter of sound 
health, and happy tempers, and long life, and extended usefulness. And where study lacks these 
exponents, it may be safely inferred that something is wrong, either with the study itself, or the 
person pursuing it. 

As will be seen by the foregoing chart, its first and perhaps its greatest object is to discipline the 
powers of the mind, to learn to think, to think accurately, consecutively, continuously, or until the 
object of thought is obtained. This discipline extends beyond the mere faculties of the intellect. 
These, as shown elsewhere, are intimately blended, and associated with the emotions and passions, as 
well as with the bodily powers and movements. The whole man is brought under the chastening, 
vitalizing and refining influences of study. 

Its second object, as stated in the chart, is acquisitional. This ne- one questions. Indeed, by many 
it is supposed to be the only object. But acquisition is secondary, and is never secure without disci¬ 
pline. And it may he further stated, that the very best processes for disciplining the powers of the 
mind, are the best also for acquisition. There is no antagonism in the divine economy of sound 
thinking. There can be none, except that induced by wrong teaching and learning. 

A third object is professional, or the arrangement of knowledge for its legitimate uses. Knowledge 
is never safe, until harnessed to the car of utility. And it may be added that it is never saved until 
given away. It cannot be hoarded without becoming musty, and otherwise damaged. It increases and 
improves by use. Hence, teachers, of all persons, have the largest and best opportunities, if rightly 
improved, for the fullest development of mind, soul and body. 

But a fuller description of this important topic cannot be given here. It requires a volume to 
illustrate fully, its objects, obstacles, conditions, processes, and incentives. The reader is therefore 
referred to the accompanying chart, for its complete analysis. Each topic demands the most serious 
attention. Our highest success as teachers depends more upon the proper management of this school 
duty, than upon any other, or perhaps upon all others combined. 



Work, —^tudy, 














10 

OUTLINES OF PEDAGOGICAL SCIENCE. 



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Tests 


Helps . 


Applications , 


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Recitation Seats. 


Apparatus 


( General. 


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To ascertain extent of preparation—How well prepared—reporting. 
To ascertain amount of labor and time bestowed upon lesson. 

To ascertain how well it is understood, and remembered. 


To understand difficult points. -j Wh'given. 

To remember. j | Sication. 

To impart collateral information -J Mural'^' 


f To language culture, good manners and habits. 

- To the practical management of business operations. 
( Reviews, examinations, retrospect, and prospect. 


( Standing room for class exercises. 

- Room for marching and other movements. 

( Room for gymnastics, and physical exercises generally. 

( The material, their make and form. 

• Their size, hight, and adaptation to health. 

( Their position in respect to each other and other furniture. 


I Extent and position of black-board. 

< Charts, their kind, position and use. 

( Cabinets of curiosities, and common things. 


^ Questions given in consecutive order. 

Interrogative . • Given in promiscuous order. 

( Given to the entire class. 


Topical , 


( Diagrams and outlines of lessons, 
j Analysis and written descriptions. 


Didactic, or 
Preceptive . 


Conversations. 


- Essays. 

( Lectures. 


3 i 


Particular. 


i Object lessons and objective teaching. 
Physical Science - Experiment, and the use of apparatus. • 
( Applications to practical business in life. 


Mathematics. 


Language. 


Metaphysics 


Lessons in directions, magnitudes, forms, and numbers. 

Lessons in business calculations, and applications to mechanics or physics. 

Surveying and navigation, calculating eclipses, etc., use of instruments. 

Developed from within, by giving expression to ideas awakened by observing tilings, or physics. 
By reading and relating stories, and incidents, real or imaginary, from best models. 
Strengthened, enlarged and perfected by the study and comparison of kindred languages. 

And by making lawful philological corrections, and additions to the language. 

{ By the study of the phenomena of life, and kindred agencies, in plants and animals. 

< The relations of the soul to the outer world of organism, and the inner world of thought. 

(The all-pervading presence and power of spirit, in every movement in the universe of matter. 


( Those Relating to Order in 


V2 


' Definite signals for calling and dismissing classes. 

If books be needed in class, let them be closed on the way to class. 

Have a definite place in class, assigned to each member. 

* U v ' ,K1Jtu -J Let all communications be avoided after the signal for recitation is given. 

'"' LASS . . i Observe erect postures while walking, standing, or sitting, and feet upon the floor. 

| Let tne class be so arranged, that the teacher may see the eyes of each pupil. 

(Let the pupil stand while reciting, and all others to give attention to answers. 


, Those Relating to Ques- 
1 TIONING . 


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Those Relating to Answering 


Let the question be pertinent, clear, concise, and in plain language. 

Let it contain none of the answer directly. 

Let it contain as few words as practicable. 

Let it not be read from a book or manuscript. 

Avoid leading questions, or those suggesting answers. 

Do not prompt by word, gesture, sign, look, or tone of voice. 

Let questions frequently be written on the board, or on slips of paper. 

Let every answer be an entire sentence, having subject and predicate. 

Let it be original, yet conforming to the language of the text. 

Let it be free from all grammatical inaccuracies. 

The question may be repeated by some member designated, before it is answered. 

Let all answers be sufficiently loud and clear, to be heard by every member of the class. 
Insist upon good liberal language, and free from slang phrases. 

A response, audible or silent, should be given by every member, to every question. 

Let the greatest care be exercised in written forms, and in the preparation of papers. 

. Let entire answers, and complete analysis of lessons, he frequently written. 



















































OUTLINES OF PEDAGOGICAL SCIENCE. 


11 


JD 


VECITAT ION. 


J 


It would seem that this topic, which constitutes the chief staple of the school house, should bo 
well understood. But such is not always, nor even generally the case. Like other duties of the 
school room, it requires diligent stud}'', and a careful adjustment of its inherent forces, in order to 
render it an efficient measure in education. 

Notwithstanding the very great preponderance of the time and energies of teachers, devoted to 
this one important duty, it does not rank as high, as an educational instrumentality, as study; and 
yet its chief object is to excite and direct the latter. Indeed, it fails in its most legitimate purposes, 
so far forth as it does not do this. Perhaps no exercise of the school is subject to as great abuse as 
this, both because of the great amount of time devoted to it, and the still greater diversity of practice 
among teachers. No two of them will conduct a recitation in precisely the same manner. Indeed, in 
the smaller details, this is not desirable. There should be a unity of principle and purpose, and a 
diversity of practice in detail. This gives just that variety, necessary to make teaching lively, com¬ 
prehensive, and efficient,—adapting it to the wants of every individual capacity and want. 

There are principles and laws regulating this exercise, not less than in other departments of labor 
and growth, and any departure from these laws, or violation of their principles of action, whether 
from sheer ignorance, or more culpable neglect, is as disastrous as in any other—nay, as much more 
so, as the material upon which it operates is more precious and enduring than any other. So that it 
becomes a matter of very serious importance, that the teacher be both wise and well skilled in matters 
of recitation. 

It is claimed for this exercise, as in all others relating to the management of schools and education, 
that its principles may be so classified and arranged, that they may be learned, and by right and 
necessity, ought to be learned, at least theoretically, before the teacher is permitted any independent 
practice. A well organized normal school will afford the requisite opportunities for this purpose. The 
practice here is not only guarded from any excesses or abuses, but is made to conform to true theory. 

As will be seen by the inspection of the forgoing chart, it can be conveniently studied under the 
following heads, viz, the objects of recitation, including the tests that may be employed for ascertaining 
the extent of preparation of lessons, and various other items under this head: the helps afforded in 
recitation, how, and by whom; and the applications , which should be made to cover, prospectively, the 
■whole field of culture, business and progress. This not only invests the recitation with an air of 
importance, enhancing its value in the eyes of the pupil, but makes it a real living and vitalizing 
thing, instead of the tedious, and unmeaning cramming process, which, without this knowledge, it 
surely becomes. 

It also looks after the necessities and conveniences for the recitation, in the way of room, seats, 
apparatus, etc., together with the methods, both general and special,—general as they relate to all the 
branches of learning, and special as they relate to the particular branches of science; the latter dealing 
in a most philosophical way, with all the minor details of each. 

Lastly it considers the specialties of the recitation, as they relate to the conduct and management 
of the class, the art of questioning , that most difficult and dangerous part of the recitation, and the 
answering, both as to matter and manner, purging it from all impurities, judging not only of the 
accuracy of answers, in general scope and meaning, but ordering them, so that they become a means 
of culture, as detailed under the head of “ Specialties ,” to which the learner’s attention is particularly 
called. 

Thus recitation becomes a power, in the hands of the skilled workman; while in the hands of the 
novice, or the ignorant, it is, at best, an awkward, embarrassing, and a most perplexing duty, and 
to the child, not less a source of annoyance. 

This whole scheme of recitation, therefore, is most earnestly commended to the careful study and 
patient practice of the teacher. Let him not say it is “impractical,” or “that it may do for some 
schools, but not for mine.” This, my dear fellow teacher, is not so. Truth alone is practical, error never, 
under any circumstances; truth under all. I know there are difficulties in the way—were there not, 
these lines were unnecessary. But these difficulties will always remain just where they are, unless 
they are removed; and truth and right are the prime exterminators of all mischief from the land. 

3 

















SCHOOL GOVERNMENT, OR MANAGEMENT. 


12 


OUTLINES OF PEDAGOGICAL SCIENCE. 


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Producing Good Order 


Authority 


Instruction 


[ Origin . 

( Characteristics. 

f Kinds. 

( Promulgation . 


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Cultivating Self-control , 


I” T/ic Manner.. 
^ Results . 


Securing Safety 


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Bad Habits . 


Oitrageous Offences 


Sympathy 


Instruction 


Confidence 


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From Accustomed Privileges.. 


In Personal Liberty., 


Absolute Confinement., 


f By practice. 

\ By precept. 

( Moderation .... 
( Regular habits. 

( Person, 
j Property. 

( Reputation. 


I Society. 

. -J Country and government—loyalty. 
I Race. 


( Anger. 

Evil Passions .-j Hatred. 

I. Revenge. 

Extreme Obstinacy .{|2b3lion. 

TT . f Untruthfulness. 

Hypocrisy .\ Cleptomania. 

Inattention. 

Slovenliness. 

Disobedience. 

Profanity and Obscenity. 

Lying and Stealing. 

Fighting and Murder. 

In Amusements, Plays. 

In Mechanical Work. 

In Rambles, and collection of Specimens. 

As to the Nature of Crime. 

Consequences of Crime, or Disobedience of Law. 

The natural corrective for wrong-doing—the law of opposites. 

Approbation, or praise for fidelity. 

Imposing responsibility, and reposing confidence. 

Watchfulness without distrust, or espionage. 

Plays, Games, Amusements. 

Gymnastics, calisthenics, and Kindergarten Occupations. 
Manual labor, agricultural and mechanical. 

Study at stated times—(see chart Page S.) 

Recitation at stated times—(see chart Page 9.) 

Exercise of Benevolence, helping the poor, sick, &c. 

Exercise of Patience—bearing the petty ills of school life. 
Exercise of Resolution—Will Power in overcoming difficulties. 

During School hours. 

During Amusements or Play. 

Of desirable Places. 

Of Associates. 

Of Employments. 

Solitary, or 
Associated. 


/ Parental. 

' \ Delegated, 
j Humane and firm. 

' | Just and merciful. 

/ Example. 

' \ Precept, 
j Privately. 

' ] Publicly. 

/ Conditional. 

I Unconditional. 

By simple requests. 

By appeals to self-interest. 

By appeals to a sense of justice, reason, &c 
. By restraints and punishments. 

[see further on.] 


f Business. 

\ Pleasure, 
f Public. 

\ Private—Temperance. 


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Reformation of Offenders.. 
Protection to Society . 


f By a recognition, and a conviction of guilt, 
i An acknowledgment of the claims of justice. 

_f In its natural rights, 
i In its acquired privileges. 


Kinds 


Tr- 7- ,■ , , ,, ., f Sacrifice, satisfaction, atonement. 

inr i io of u io y... | A recognition of the supremacy of law. 

Moral . (See Incentives, &c., in study.) 

[Shaking, pressing, &c., all questionable—dangerous. 

, ' , T . t / A slender switch, or 

Cor P° ral . w . . . „ f Instruments.... { A thin flexi51e r ’ tan . 

[ uppmg ^ ^ ^ applied -f Carefully removing parts of the clothing. 


’ l Half-minute strokes, calmly administered. 


Extent.. 


Continued at intervals, from day to day, if necessary, until reformation is secured. 
Until all danger to Society or School is removed. 

Until the claims of Justice are satisfied. 








































































OUTLINES OF PEDAGOGICAL SCIENCE. 

13 


CHOOL JjOYERNMENT, 


This subject is one of such magnitude that it cannot be fully treated in the space allotted here. 
A brief allusion to some of the points in the accompanying chart, where its fuller illustration can be 
seen, is all that can be done. It may be defined, however, as applied to the school, the proper exercise 
of delegated authority for the purpose of controling and managing children in schools. In this applica¬ 
tion, however, it does not differ widely, in its essential functions, from the government of a family or 
a State. Indeed, it combines these two, partaking of the nature of both. Hence the great necessity 
of understanding its nature and functions thoroughly. 

Disobedience and lawlessness, now too prevalent in our country, arise principally from two opposite 
sources—extreme leniency and extreme severity in the management of children. Sometimes these 
extremes are found in the same person; and they may be said to exist in various degrees, shaded by 
the different temperaments and dispositions in all sources of human control, giving rise to whatever 
discrepancies are manifest in human conduct. 

We are too apt to suppose that the control, necessary in the management of school affairs, exists 

outside the exercise of other functions and duties, when, in fact, such is not the case. Hence, the 

time and strength that should be devoted to giving instruction, and helping the children to a better 
understanding of themselves and their surroundings, and how to exercise self-control, is spent in vain 
attempts to “keep good order” (?) Extreme quiet or stillness, often mistaken for order, is sought at the 
expense of energy, and, in fact, of all native force and availability of childhood and youth. This is 
unnatural restraint, and can only produce derangement and disorder; because it antagonizes man’s 
natural tendency to activity. All wrong doing is perverted right doing, both originating, primarily, 
from the same desire for activity. Crime, therefore, is the result of misdirected activity. Idleness is 
the parent of mischief, only in that it gives it occasion; and vice and sin are but the blasted ears 

in the harvest-field of good. All that should be sought in the school, of any grade, in the way of 

order, is the order of activity and business—no more. 

Government should be developed from within, outwards. Children should early be taught to control 
themselves. Extreme outside pressure or restraint is not favorable to this. It must come from exercise, 
not restraint. If we wish to develop the strength of muscle, we do not restrain its activity, but 
encourage and exercise it. Thus it grows and acquires strength and efficiency. Precisely so with self- 
control, or the ability a child acquires to order his own doing. He must do something, for doing is a 
necessity imposed upon him by the Creator. He must do those things, too, that are congenial to his 
nature, else his propensity to activity becomes a snare to him. Herein consists the great necessity of 
a teacher’s thoroughly understanding child-nature. There is no substitute for this knowledge. Our 
mistakes and blunders arise, chiefly, from our ignorance of this nature. Let me ask the teacher, here, 
to refer to the opening chapter, or chart, in this set of “outlines,” where man is considered, 1st, 
Organically, 2d, Psychically, 3d, Historically, and he will find food for a life-time of study. And } T et, 
(I am sorry to say it,) teachers seldom think of this as a necessity. They suppose grammar, geography 
and arithmetic to be the only mental outfit necessary to success. But, as long as this state of feeling 
exists, so long will disorder and confusion prevail among teachers and the taught. 

The right study of this subject, like all others of a complex nature, demands classification, and a 
logical arrangement of topics, so that their mutual bearings and relations may be seen. The objects 
and the means will suggest such a classification, under which we can discuss—1st, the conservative 
nature of government, and the power it has to perpetuate itself in the lives of its subjects, or those 
who are in harmony with its precepts; 2d, its corrective and reformative nature, as applied to those 
of its subjects not in harmony with its behests, or those who have departed from the ways of right; 
3d, its protective and strengthening nature, as applied to those who have been won from the ways of 
wrong doing and, therefore, from their new-born state, need the sympathy, instruction, and confidence 
of the government, instead of its anathemas, execrations and neglect. This suggests the extreme 
weakness of human law in the treatment of criminals. 

The means whereby these objects, viz: the conserving, the reforming, and the strengthening of 
human power, may be secured, can be conveniently studied under the several heads of employments , 
restraints and punishments, adapted to the several cases, always reserving the latter as a last resort. 
Much prejudice has been engendered in the minds of thinking people, because of the abuse of this 
last means of reformation. The objections urged against its abuse, should not, however, prevail against 
it legitimate use. On the same grounds, we might object to surgery, or the ministry of suffering, when 
applied to the benevolent purposes of saving life, or purifying our hearts and lives. 

Let us not hastily judge of this matter, but study its real character, and we shall find that 
suffering or bodily pain is not antagonistic to the exercise of the most humane and benevolent feelings. 
The great difficulty consists in its proper me. This has led some excellent people to discard it altogether; 
and, it is a question, to-day, Avhether it would not be wise to do so, rather than to continue a practice 
subject to such vile abuse. A wiser course certainly would be to study its true nature, as a means of 
reformation, and to use it only when the other and milder measures fail. 










14 


OUTLINES OF PEDAGOGICAL SCIENCE. 


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To rest and invigorate the parts of the body most exposed. 

To prevent malformation and disease, and to correct and cure the same. 
To aid in a symmetrical growth, and in beauty of development. 

To give greater strength, endurance, and longevity to human faculties. 

To secure greater ease, grace, and dignity in the movements of the body. 
To aid in intellectual and social culture. 


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It should be directed to those parts of the body suffering most from confinement. 

It should commence and end gradually with the more violent parts near the close. 

It should be regular as to time, kind and intensity, increasing with increasing strength. 
It should be accompanied with music or some means of keeping exact time. 

It should be conducted in convenient places, as to fresh air, and pleasant surroundings. 
Great accuracy as to direction, position, time and movement, should be observed. 


Arm, wrist, and hand movements. 

Head, neck, chest, and shoulder movements. 
Trunk and spinal column movements. 

Hip, joint, leg and foot movements, and marches. 


First Series 


Second Series 


Third Series. 


Section One 


j Section Two 


. Section Three 


Section One 


j Section Two 


Section Three 


'Section One 


Section Two 


.Section Three 


Arm thrust. 

Foot movement. 

Body movement—and march 


/ Single step. 

I Plain figure. 


Wrist movement. 

Arm sweep. 

Shoulder movement—and march 


f Change step. 

I Winding circle. 


( Head and neck movements. 

•j Arm circle. , 

(. Alternation in arm movements—and march. 


School step. 

Double winding circle. 


f Arm movement, reversed. 

-j Foot movement, reversed. 

(. Alternations, wheel—and march 

{ Body movements. 

Shoulder movements. 
Alternations—march. 

f Alternation—hand and foot. 

^ Alternation—body and shoulder. 
I Front charge—march. 


f Spring step. 

I Double winding circle. 


f Triple step. 

\ Combination figure. 


f Triple step. 

I Double combination figure. 


Alternations—arm and hand. 
Alternations—wrist and arm. 
Rear charge—march. 


J Quadruple step. 

\ Double combination figure. 


Alternation—thrust and sweep. 
Alternation - circle and sweep. 
Right and left change—march .. 


J Alternation step. 
\ Variety figure. 


f Front movements, hands joined. 

| Back movements, hands joined, and foot movements. 

1 Side movements, hands joined, and foot and hand movements. 


I Mamh J Variety step 

LAlarcn.j SnLnnl Rram 


\ School Bower figure. 













































OUTLINES OF PEDAGOGICAL SCIENCE. 15 


' X ECR E ATI ONS. 

y 


This subject needs no apology for an appearance in this connection. The only regret the author feels is that 
he has not been able to give it a better showing. It requires a more careful study and complete analysis than 
is here presented. Its claims as an educational force are just beginning to be recognized. Indeed, they are not 
practically recognized as any part of the school duties, except by a very few; and yet play forms no small part of 
what transpires daily at every school. It becomes the constant annoyance of the teacher. Diversion, or amusement 
expresses itself in every movement and thought of the young ; so that it becomes necessary to inquire after play, to 
know its meaning and force as an educator. This determined, and we shall be able "to provide for it, and to 
utilize it in our educational processes. We shall then find that, instead of the acknowledged enemy of the 
teacher, it becomes his friend and ally. 

A desire to play is the exponent of the child’s fertility, the index to his individuality. And play itself 
becomes, in the hands of the wise and skillful teacher, the heaven-appointed means for the introduction of the 
little child into the mysteries of science, and into the exercise of gentleness and goodness. ’ Yet few teachers 
understand its deep meaning—none, indeed, we may say, except the true kindergartner—are able to encourage 
and direct this exercise, so as to make it useful at every stage of the child’s growth and education. It is either 
left without any guide or restraint, to run into all manner of excesses, or to waste away in dry, insipid nonsense. 

Many of the most serious objections urged, by certain classes, against the public schools, is the roughness of 
the play, and the questionable, not to say positively pernicious, influences of an unrestrained and promiscuous 
association of the elements of an ordinary school. Much of this evil, probably, is imaginary; but we should not 
be blind or indifferent to the great waste of energy, and human availability for culture, incurred on the pla} 7 - 
ground, to say nothing about that ceaseless tendency to allow play to usurp the place of study in the school 
room. And the efforts to repress it there, have only tended to drive it into hypocritical, or forced suppression; 
so that it becomes a matter of serious importance to know how to manage this part of the school exercises. 

It is claimed by some, however, that when you systematize play, it ceases to be play, and, therefore, looses 
its attractiveness. But this can never be the case, if the plays have a meaning and a purpose. It is it* want 
of meaning and purpose which now constitutes its chief objection; and to give it meaning and purpose, ought 
not, certainly, to destroy its attractiveness. It is found, too, that those plays that have the greatest meaning 
and purpose are the ones more generally sought by the young; so that the objection is without foundation in fact. 

We believe, therefore, that the whole matter of plays and amusements may be so systematized, and adjusted 
to the wants of the several grades of schools, that all this necessity and desire for recreation and play may be 
gratified rationally, and without detracting, at all, from its interest, and, at the same time, to render this gratifica¬ 
tion a means of culture, both for the body and the mind. That this is not yet done, only proves how imperfect 
all our systems of education are; and, further, that their revision and adaptation to the wants, and all the wants 
of mankind, become more and more an imperative necessity. 

The whole subject of “school recreations,” however, may be presented for purposes of study and further 
improvement, under the general heads—1st, the objects of recreation or amusement; 2d, the requisites for profitable 
amusement; and, 3d, the kinds and mode of application, general and special, with the subdivisions of series and 
sections, &c. 

It should be stated here, also, that nothing is attempted in this outline, but a system of free gymnastics— 
this exercise being more in harmony with the present views and practices of the schools, as well as being easily 
learned, or even invented, by any ingenious teacher, and conveniently practiced in any ordinary school. Nearly 
all the movements, steps, and marches, here named, have been improvised in the normal school. Their further 
development awaits future study and practice. 

The author is a firm believer in the Kindergarten idea of education; and he believes that its principles and 
practices, modified to accommodate them to different ages and degrees of development, may be applied to our 
entire system of education; that the same economy in the use of the play, and the same exactness, that mark 
the Kindergarten system, and make it the wonder and admiration of all who study it, may be carried into every 
department of school life, from the lowest primary to the high school and college. He believes also, that this 
is the great demand of the present age; that the old systems that have served such good purposes in the past, 
in awakening the minds of the people to their present degree of activity, are inadequate to the present and 
future demands of the age; that the school houses, especially those of the country districts, are entirely inade¬ 
quate to the present wants of children, both as to room and equipments; that instead of the mere pens that 
they are now, located in some out-of-the-way places, on a few square rods of ground, that cannot be used for any 
other purpose, each school house should have at least six acres of ground, well chosen as to its beauty and 
availability; that it should be ornamented and cultivated to the highest degree of art; that the school house should 
be furnished with cabinets of curiosities and common things, and with all the necessary appliances of art and 
education; and that the divinity selected to preside in this Eden of education, should be a paragon of wisdom, and 
skill in the use of knowledge for educational purposes. In a word, he believes that the present vast accumula¬ 
tions of material wealth, and the wonderful discoveries of science, and improvements in the industries, that have 
marked the last half century, will all soon be turned to educational progress; that people will regard the rearing 
of good boys and girls of vastly more importance than the raising of fine cattle and horses; that the develop¬ 
ment of brain and sound learning, good characters and hearts, is of more moment than the development of 
mines and material wealth; that physics, the great eye-opener of the ages, will be linked with metaphysics, the 
end of all learning—the tangible with the intangible, the temporal with the eternal, the organic with the spiritual— 
and that there shall be a grand educational awakening of man’s spiritual nature, preparatory to the universal 
reign of “peace on earth, and good will towards men. 

Note. _The few remaining outlines are unaccompanied bv any explanations; but their familiar character 

and their somewhat comjdete analysis, as given in the charts, will render them sufficiently explicit to the 
attentive reader. 














16 


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OUTLINES OF PEDAGOGICAL SCIENCE. 


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f Up and down, 
f Local .4 Forward and backward. 


Direction 




Fixed 


Magnitude. 


Figures 


Lines 


( Right and left—all taught by opposites. 

( Cardinal . f North and south. 

1 ! Last and west. 

1 Sub-cardinal.( Northeast and southwest. 

1 Northwest and southeast, 
f Spheres. 

Solids.j Cubes. 

( Cylinders. 

( Circular. 

I Surfaces.-j Square or right, as to angles. 

I Irregular, as to angles. 

I Curved. 

f Characteristics... j Straight. 

( Broken. 

I Combinations. \ Circles and squares. 


Number 


Aggregating, or Count¬ 
ing .. 


By grouping 


l Representative... { 


, etc. 


- Expressing or Notating. 


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Naming or Numerating.. 


Of Simple Numbers. 


Of Compound Numbers... 


I Triangles and polygons, 
f Length.I 

Dimensions., -j Breadth. > The abstract derived from the concrete. 

(.Thickness .j 

f Concrete. 

•j Denominate. 

( Abstract. 

By single things ( Neal, as with sticks, pebbles or counters of any kind, up to ten or twenty. 

J k ' & . t Representative, with straight marks, dots, etc., any picture, up to ten or twenty. 

( "RkiI thin as / Uniform, as by two’s, three’s, etc., up to fifty. [fifty. 

' 1 ° .\ Varied, as by two’s and three’s, five’s and seven’s, etc., up to 

f Uniform.\ Using marks in some order, up to one hun- 

' ’ or more. 

[Natural qualities or properties.-f ^ olors a nd textures. 

By comparison of values, -j \ ® lze an< weight, e ^ c v 

l Artificial or mechanical arrangements. T or “: or gu , res ’ as £*- c - 

6 l Location or place, as 10, 20, 30, e 

f Verbal—as one, two, three, etc. 

Numerical.j Literal—the letters I, V, X, L, C, D, M. 

( Figural—as 1, 2, 3, 4, 5, 6, 7, 8, 9. 

Operational—as -j-, —, X, 3 2 , j/9. 

Relational—as 

f National. 

f Domestic .... -j State. 

( Municipal. 

( English. 

[ Foreign.-J French. 

( German, etc. 

' Time. 

Length. 

Area. 

I Bulk.. { 'p olidit .y- 
^ l Capacity. 

f Avoirdupois. 

.. \ Troy. 

( Apothecaries. 

f The French system, in groups of three’s. 

I The English, in groups of six’s. 


. Denominational 


' Currency .... 


Extension 


_ Weight. 


All of which should be wiped out and replaced 
by the metric system. 


f <*”«*«.{ Fractional. 

1 Abstract.{ pactional. 

f Whole, 
t Fractional. 

i Different orders.. { factional. 

Concrete by abstract.{ Kional. 


( Same orders. 


Of Simple Numbers.. 


„ Of Compound Numbers... 


f Whole, 
l Fractional, 
f Whole. 

\ Fractional, 
f Whole. 

\ Fractional. 

/ Whole. 

I Fractional. 

Interchangeable orders... { p'actionah 


Abstract by abstract. 

Concrete by concrete (?)., 

Same order. 

Different orders. 


(Kinds.(Descending. 

t Ascending. 


Reductions.. 


f Whole denominate numbers.j Compound 


Operations 


Fractional numbers 


Profit and loss. 

Commission and brokerage. 

Capital, stocks, and exchange. 
Insurance and brokerage. 

Taxes and customs. 

Interest and discount, true and bank. 

Equations.{ Sant' 

/ Simple. 

\ Compound. 

Involutions & Evolutions. 

f Surfaces. 

\ Solids. 


( Concrete. 

f Common.-J Abstract. 

( Denominate. 

[Decimal.(Simple. 

t Compound. * 


Percentages . 


Ratios and Proportions. 


Mensuration 
























































































THE STUDY OF GEOGRAPHY. 



Direction 


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Cardinal. 

Sub-cardinal 


Form.. 


Distance 


Surface 


Location. 


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Position 


[maps and charts. 


Outline 


Surface 


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Drainage 


Soils 


[ Up and down, as elementary ideas. 

Local. \ Forward and backward. 

I Right and left, with which the child must be familiar, 
f East and west. 

\ North and south, always being careful to teach by opposites, 
f Northeast and southwest. 

\ Southeast and northwest, etc. 
r The Sphere, as the simplest body in nature. 

Solids. -j The Cube, the next in order. 

( The Cylinder, still more complex. 

[The Circle, as derived from the sphere. 

Surfaces .The Square, from the cube. 

[The Parallelogram, from the cylinder. 

[ Curved, as bounding the circle and ellipse. 

Lines. Straight, as bounding the cube and cylinder. 

(Broken, as bounding pentagons, hexagons, and indeed, all angles, 
o /The inch, half inch, quarter, etc., or the decimeter, centimeter, etc. 

‘ ma .\ The foot, and yard, and subdivisions, or better still, the meter and its subdivisions. 

. / The rod, furlong and mile, and subdivisions. 

ureater./ The League, or the higher metric divisions. 

viovnimno / Small, as trees, houses, steeples, banks or hills. 

Die\ atlons . \ Greater, as bluffs and mountains, if any in vicinity. 

Plains—level. 

^ . / Small, as wells, springs, valleys, and ravines. 

Depressions.\ Greater, as canyons, defiles, etc. 

n , . . / Furniture in school-room, doors, windows, etc. 

utqects. ./ Walks, shrubbery, and buildings. 

/ The school-room, first as a map, the yard, and adjoining lots, etc. 

iaces . i The fields and farms, or lots and blocks in a city, the district and townships in 

tj . ,. „ (To other bodies of land. 

Keiauve.\ Other bodies of water. 

,, , , / The latitude of the place. 

ADsolute . \ The longitude of the place. 

t, , f The coast lines. 

Boundar >’ .| The inland lines. 

[The greatest length and width. 

Extent.•< The average length and width. 

( The area arising from these. 

( o_*__ f Chains. 

[Mountains..., J ^ . i Grmm« 

High-lands.-j 

( Plateaus. 

r,, • / Prairies. 

Plains .I Wood-lands. 

[ Ravines. 

Low-lands.-j Valleys. 

( Basins. 

Water Sheds.{fff' 

... | S >' s,ems •••»■{ Tributaries. 8, 

( Solitary. 

/ Salt water. 

L Fresh—the causes. 

Characteristics./ Infertility or barrenness, causes. 

[ Argillaceous, or clayey. 

Composition.-j Calcareous, or limey. 

(. Silicious, or sandy. Vegetable mould, etc. 

[ Hot. 

[ Kinds.-I Temperate. 


I Groups, trends, etc. 
(Solitary, usually volcanic. 


Rivers. 


Lakes 


Climates 


Temperature 


] 

[Causes. 


Extent. 


Moisture. 


Productions 


Employments.. 


( Cold. 

Direct or indirect rays of the sun, latitude, slopes, cultivation. 

Direction of prevailing winds. 

Presence or absence of large bodies of water. 

Presence or absence of mountain ranges, elevation, etc. 
f Wet. 

\ Dry, medium. 

[ Prevailing winds, etc. 

Causes.i Mountain chains, bodies of water, etc. 

( Electrical states of the atmosphere, etc. 

SoI.iUi-Ht. / Extent—As healthful and unhealthful, etc. 

l ' a u m - .. \ Causes—Location, freedom from malaria, habits of the people, cultivation, drainage, etc. 

Mineral—Under which head, the best mineral wealth of the country should be studied, kinds and location. 
Vegetable—Under which the agricultural districts should be studied, kinds of produce, distribution, etc. 
Animal —Under which the distribution of animal life peculiar to the districts, native and foreign, should be 
/ Agricultural, mining and the various professions. [studied. 

Ma J 01 . \ Manufacturing and commercial, defensive. 

/ Hunting, fishing, grazing, etc. 

° .\ Lumbering and boating, ship-building. 


Populations 


Kinds . 

Distribution 
Education .... 


Social Conditions. 


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Lines and Directions .. 


Imaginary Expeditions.. 


Freighting Vessels, Etc. 


/ Native and foreign. 

' \ Peculiarities of each. 

/ In cities and towns, and country. 

\ The manner and causes of distribution. 

/ Common schools. 

\ Colleges and teaching. 

/ Christian and Jewish. 

Keiigious.\ Mohammedan and Pagan, and subdivision, if need be. 

r . / Kinds, as Monarchies, Republics, etc. 

governments .... [ Characteristics, as to freedom and progress. 

Tracing direct and concentric lines, pointing towards, and locating different places. 

Tracing parallels and meridians, and locating places on or near the lines. 

Routes of travel, rivers and roads, describing places approached. 

Planting colonies for mining and lumbering purposes. 

For agricultural purposes, as the raising of cotton, sugar, and the various grains and fruits. 
For manufacturing purposes, the natural advantages for such employments. 

For scientific purposes, as botanizing, geologizing, historical collections, etc. 

The exports and imports of the country will here be determined. 

For exploring voyages, in which all bays, gulfs and inlets should be visited, in imagination. 
For studying the sea, its character, soundings, currents, tides, waves, etc. 


































































































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OUTLINES OF PEDAGOGICAL SCIENCE. 


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( The language, in part, of brutes, birds, insects, and exclusively of fishes. 

Gesticulatory . The language of savages, and, to some extent, of mutes. 

( The elements also of civilized languages, which become forcible by culture. 


Exclamatory 


j Composed of those inarticulate sounds made by dumb animals. 

( Made also by persons under the influence of pain or sudden emotion. 


•p APTAT j Composed of those movements of the face, indicative of the various emotions, as laughter, crying, 

. jIncluding also those less mobile expressions, indicative of fear, scorn, anger, joy, &c. [&c. 

Spat.- i?v f Composed of articulate sounds uniformly employed for the expressing of thought.' 

*“ v ^ . ( Composed of articulate sounds variously employed for the same purpose. 


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Written 


Symbolic . 


( Employing artificial characters to represent words and ideas. 

/ Employing artificial characters also to represent sounds, or parts of words. 

/ Consisting of a series of objects whose qualities resemble the thing intended to be expressed. 
\ Consisting also of rude pictures representing the same ideas. 


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("The pictorial, or that in which a picture is employed to represent an idea. 

Idiographic .- The hieroglyphic , in which only some more prominent part of the picture is used. 

( The emblematic, in which certain signs or emblems were used for same purpose. 


Verbal 


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Syllabic . 


Alphabetic 


J Pure, in which every word was represented by a distinct written character. 

\ Mixed, in which slight alterations in the form of the character changed the meaning. 

f Pure, in which every distinct syllable was represented by a uniform character. 

\ Mired, in which changes again, in the form of character, indicate corresponding change in 

[syllable. 

f Imperfect, in which the same letter, or character, may have a variety of sounds, and some none 
(. Perfect, in which every character has a fixed sound, in all relations. [at all. 


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[ Bv the British or Welsh—found in some parts of Wales. 

Celtic, represented .- By the Cornish, Erst or Irish—found in Cornwall and in certain districts in Ireland. 

( By the Armoric, Gaelic or Highland Scotch—found in Scotland. 


Teutonic, represented 


[By the Anglican family of languages, originating with the Angles. 
I By the Saxon family of languages, originating with the Saxons. 
By the Danish family of languages, originating with the Danes. 
The first two giving rise to the Anglo-Saxon tongue. 


vr nmi(VI p.,.,,.,,,,,, / Of the old Latin and Greek, corrupted by the incursions of the Norse or Northmen, 

h orman French, Composed., j And further improve d by subsequent changes in England. 

Modern Greek, from which most of our theological and scientific terms are derived. 

„ Modern Latin, from which most of our warlike and legal terms are derived. 


See Page No. 22. 


O 

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( A critical, legitimate inference from the language employed. 

Meaning .■< A more liberal meaning based upon the nature of the subject. 

( The logical inferences drawn from this critical examination—giving authorships. 

f Clearness and distinctness in regard to articulation, pronunciation, etc. 

Delivery .-< Right intonations, inflections, emphasis, and pauses. 

( A proper expression of the sentiment, meaning, and scope of thought. 


Changes and Criticism 


( Transpositions of inverted clauses or phrases, and the supplying of ellipses. 
iism .-] Transformations of v 


erse into prose—retaining all the meaning—and the reverse, if possible. 

( Pointing out the beauties and excellencies, deformities and weaknesses, and suggesting improvements. 


£h 

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[ Simple, or single clauses. 

Structure .t Complex, or modified clauses. 

I Compound, or co-ordinate members. 

[Declarative, or those making simple declarations. 
Mnni! j Interrogative, or those asking questions. 

c K . 1 Imperative, or those making demands or entreaties. 

L Exclamatory, or those expressing passion or emotion. 


Bank 


ember, 
coordinate member. 


{**!"*<*» ****** .{?!:; 

l Dependent in Members!,ip .( a principal member, 

r r l Modified by a subordinate member. 


[ Simple, or unmodified by other elements. 

r Structure .-j Complex, or modified by other elements. 

{ Compound, or composed of two or more of these. 

Principal / Subject elements. 

t ..* I Prprlipatn alamonl 


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Class 


l Predicate elements. 

( Objective elements. 

Subordinate or Modifying .Adjective elements. 

( Adverbial elements. 

( Simple, or unmodified. 

First—Or Single Words .■! Complex, or modified. 

( Compound, or coordinate association. 

[ Infinitive, or those introduced by the infinitive mode. 

Second—Phrases .-j Prepositional, or those having a preposition and its object as a basis. 

I Participial, or those having a participal as a basis. 

Third _ Clmiw J Substantive, or those having a noun or personal pronoun as subject. 

v . I Relative, or those introduced by relative pronouns. 






































































































• «* 




























' 




























LANGUAGE CULTURE. 


88 


OUTLINES OF PEDAGOGICAL SCIENCE. 


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Sounds 


Phonic, or Analysis of.. - ^ ^ 


f Simple. 

The number employed, as. \ p nmnnnn j j Diphthongs. 

I impound. ( Triphthongs. 

t Vocal, or slightly modified voice. 

.The Kinds.- Sub-vocal, or specifically modified voice. 

[ Aspirate, or articulated breathing. 

( Single. 

( NumW .1 Associated.{ f jf 


Kind 


/ Vowel. 

\ Consonant. 


. Syllables 




The Number. 


( Monosyllables. 

. X Polysyllables, etc. 

< ( Primary. 

( Accent . ... .. -I Secondary. 

( Tertiary. 


Derivation... 


f Number .{ Compound. 


I Kinds. 


Etymological, or Analy¬ 
sis of Words. 


Origin 


Classification 


J Primitive. 

{ Derivative. 

„ , f Separable. 

Radlcals .{Inseparable. 

Composition ... j Prefixes.{ Unchfngeable. 

f Letters. 

[Suffixes. \ Syllables. 

( Words. 

f Things or objects. 

T. f ] Actions, and existence. 

mses 0 . j Qualities and number. 

I Relations and emotions. 


'-Names of.. 


Things, giving rise to. 

Actions and existence to 


. Inflection. 


J Nouns. 

. X Pronouns. 

f Verbs. 

. \ Participles. 

Qualities, of things and actions to . j Adverbs 68 * 

Relations of things and actions, qualities, etc. to j proposition” 8 ' 

, Emotions—giving rise to Interjections. 

/ Nouns. 

' \ Pronouns, 
f Verbs. 

I Participles. 
j Adjectives. 

I Adverbs. 


Syntactical, or Analy¬ 
sis of Sentences. 


Structure , 


Mode 


Rank 


f Declension.. 

Conjugation. 

Comparison . 

I Simple. 

•J Complex. 

( Compound. 

< Declarative and Interrogative. 

X Imperative and Exclamatory. 

| Independent in membership .{ c^d&ate. 

[ Dependent in membership .{luboXnate. 

f Kinds, as Adjective, Adverbial, etc. 

f Simple. 

Structure .-j Complex. 

(. Compound. 


Elements . 


Use 


. Class 


.{I'SSe. 

-j ( Objective element. 

[Subordinate .- Adjective element. 

[ Adverbial element. 

First, a word. 

{ Infinition. 
Propositional. • 
Participial. 

! Third 1 clause / Substantive, 
lilmci, a clause... ^ Relative 


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Things and Names 


Qualities and Actions of 


Relations and Emotions 


f Present objects. 

| Adjacent objects. 

Trades and employments. 

[ Natural History—plants and animals. 

Present objects. 

Adjacent objects. 

Distant remembered objects—History. 

Imaginary objects—Romance. 

f Present objects. 

I Adjacent and distant. 

Distant and remembered objects. 

[ Imaginary objects. 

* This subject is fully developed under the head of Language Lessons. 




























































































OUTLINES OF PEDAGOGICAL SCIENCE. 


24 


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Interest and attention before instruction or learning. 

Things before their representatives, and ideas before words. 

Nature, or physics before books. Books through nature, not nature through books. 
Pictures before words or sentences. 

Sounds before the representatives, or letters and syllables. 

Observation and perception before expression or language. 

Conception and memory before reason and reflection. 

Hence— 

From the known to the related unknown. 

From the simple to the complex. 

From the concrete to the abstract. 

From the particular to the general. 

From the characteristics and use, to the designation or name. 

From the operation and analysis, to the formula and rule. 

From the synthesis of the whole, to the analysis of the parts. 

From the physics of things, to the harmony of metaphysics. 

From the experiment in the concrete to reason in the abstract. 

From reasoning on the past, to faith and prophesy in the future. 


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Things 


Present 


Adjacent. 


Distant 


Agricultural 


Employments .-j Manufacturing- 


Commercial 


Mineral World- 


Natural History.... \ Vegetable World 


Animal World- 


( Objects of the school-room, as boys and girls, domestic animals, fif convenient.) 

. < Furniture, its material and location, clothing, its materials, fabric and make. 

( House or building, its rooms, doors, windows, ornaments, the yard, trees and fences. 

f Fields, farms, districts, or houses, lots, blocks or sections. 

. < Hills or mountains, streams, forests, plains. 

( Public roads, mines, mills, factories, and public buildings. 

f Real objects known to exist, but which have never been visited or seen. 

' \ Imaginary objects, such as gardens, fountains, statuary, palaces, courts and castles. 

f Implements used for the various operations, as planting, cultivating, harvesting, etc. 
. -I Methods and processes of culture at the various seasons. 

( Products—the modes of preservation, and their uses. 

( Materials in their native state, or raw material. 

. -j Tools and machinery used for converting them into the required form. 

( Fabrics, or products thus prepared for the use of man and beast. 

r Articles, constituting the trade of a community, or nation. 

. -j Manner of preparing and shipping, the time, place, etc. 

(. Results or advantages accruing to the parties concerned. 

( Precious—such as gold, silver, copper, etc. 

. -j Useful—as iron, lead, zinc, salt, coal, lime, etc. 

( Ornamental—as gems and precious stones. 

f Trees, shrubs, plants, grains and grasses. 

. j Fruits, flowers, leaves, and stems. 

(. Collections of these should be made, classified, and preserved. 

( Beasts and birds classified, according to some well known peculiarity. 

. -J Reptiles and fishes in the same manner. 

(. Insects, crustacean and worms, in the same manner. 


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Primary Grades 


Intermediate 
Grades . 


High Schools 


' Name some object or animal of the foregoing list, and let the pupil supply the appropriate actions, quality 
Name the action, quality or use, and let the pupil supply the proper animal or object. [or use. 

Supply blanks in fragments of sentences prepared for the occasion. 

Use the words supplied in blanks, and let the others be supplied by the pupil. 

Let the pupil write or speak sentences containing a given word. 

„ Let the word be given, and the sentence supplied by the pupil. 

' Arrange words miscellaneously written, in columns or otherwise, into right sentences. 

Relate stories, incidents, and fiction, to be reproduced by the pupil next day. 

Describe persons, places, things, actions, qualities and relations. 

Let the pupils describe the various trades or employments in the industries of the world. 

Let them accurately relate what the teacher or some one, may say or do in presence of the class. 

Let them write sentences and essays, about animals, plants, and minerals. [See above classification.] 

Let the pupil write sentences, containing given elements, as adjective, adverbial, etc., 1st, 2d, 3d class. 

Let them write historical and biographical sketches of places, persons, events, things, etc. 

Let them write complete analysis of lessons, and abstracts of books read. 

Let them write imaginary stories, tales, incidents, descriptions, etc. 

Let them write essays impromptu, upon a given subject, in a given time—five minute exercises. 

.Lastly, let them write essays at length, on subjects usually assigned by teachers. 





























































